MONTROSE R-XIV SCHOOL DISTRICT

MENTOR/MENTEE HANDBOOK

2020-2021

Dr. Beckett, Superintendent Carey Drehle, Principal

Montrose R-XIV Board of Education Deanna Bullock, President John P. Hilte, Jr., Member Tricia Swaters, Vice President Emily Gilkey, Member Janna Wareham, Treasurer Charles Meredith, Member Karl Monard, Member

Approved: August 3, 2019

INTRODUCTION The 1985 Missouri Excellence in Education Act (5 CSR 80-800.010) requires establishment of professional development programs specifically for beginning teachers who have no prior teaching experience. According to law, school districts in Missouri must provide a professional development plan for each teacher who has no experience. This "beginning teacher support system" must include an entry-year mentor program. A study of the literature regarding new teachers reveals some discouraging trends: nationwide, approximately 15 percent of new teachers leave after their first year, and 40 to 50 percent of those entering the teaching profession will leave during the first seven years. A mentor program increases the likelihood that a teacher will experience a positive introduction into teaching. It can be an effective way to help new teachers ease into their professional roles. The Professional Development Committee intends this handbook to be a positive, workable, and effective instrument that will help produce a mentoring program that provides meaningful assistance and encouragement for the beginning teacher in the Montrose R-XIV School District.

RESPONSIBILITIES OF NEW TEACHERS

Professional Development Plan New teachers will be required to write a professional development plan each year they participate in the district’s mentoring program. In addition, a professional development plan is required for each teacher in the school district as determined by DESE and the district’s administration. The systematic plan of professional growth activities should include clearly stated goals for improvement and enrichment. The goals must be measurable and specific. The teacher should periodically refine the plan based upon individual needs. As a teacher gains experience and confidence his/her goals will change and plan should reflect these changes. Documentation of a goal that is met or not met may be required to be turned in to district administrators. The District PDC and the Mentor teacher will assist the new teacher with the development and implementation of the plan. The original plan, and all subsequent revisions, should be filed in the teacher's building where it will be available for review and updating. Another copy will be kept in their mentoring program file.

Missouri Professional Development Guidelines for STUDENT SUCCESS

PROFESSIONAL CERTIFICATE I (PCI) In 2003, legislation created a two-tier plan of professional classification that replaced the previous four-level plan of certification (IPC – Initial Professional Certificate; PCI –Professional Class I; PCII – Professional Class II; and CPC – Continuous Professional Certificate).

UPGRADING FROM THE INITIAL CERTIFICATE TO CAREER CERTIFICATE The classification, Initial Professional Certificate (IPC) or Initial Career Education Certificate (ICEC), is valid for four (4) years from the date of issuance. Any additional areas(s) of certification issued during the valid dates of this classification will fall under the same classification regardless of the certificate effective date. Therefore, all areas of certification under the IPC classification will have the same expiration date.

During the four (4) years that you hold this classification, you need to complete the following requirements before you can upgrade to a Career Continuous Professional Certificate (CCPC) or Continuous Career Education Certificate (CCEC), both valid for 99 years:

1. Complete four (4) years of Department of Elementary and Secondary Education (DESE) approved teaching experience.

Approved teaching experience includes at least half-time, contracted employment in Missouri’s public schools or in accredited nonpublic schools. Experience will be accepted when earned in nonpublic schools accredited by North Central Association of Colleges and Schools, Middle States Association of Colleges and Schools, New England Association of Schools and Colleges, Northwest Association of Schools and Colleges, Western Association of Schools and Colleges, Southern Association of Colleges and Schools, National Federation of Nonpublic School State Accrediting Association, Independent Schools Association of the Central States, National Lutheran School Accreditation, or Missouri Accreditation of Programs for Children and Youth.

Substitute teaching and serving as a teacher’s aide or assistant cannot be counted toward teaching experience.

2. Participate in a district-provided mentoring program for two (2) years. Your school will assign an appropriate teacher to be your mentor. 3. Successfully complete thirty (30) contact hours of professional development. This may include college credits (1 semester hour equals 15 contact hours of professional development). 4. Participate in a beginning teacher assistance program offered by a Missouri college or university, Regional Professional Development Center (RPDC), or professional teacher organization such as MNEA or MSTA; and 5. Successfully participate in your employing school's annual Performance Based Teacher Evaluation process.

6. Develop and implement a professional development plan that is on file with the district.

IF A CERTIFICATE BECOMES INACTIVE – If you are contracted at least half-time as an educator by a Missouri school district

● You will need to complete the online Reactivation application and submit it to your school district. The application will prompt you to choose your employing Missouri school district. The district will verify your employment and submit your application to the department for approval. By submitting the application, your school district is attesting that you will complete 24 contact hours of professional development either six months prior to or after reactivation of your certificate.

● If your current background check clearance is over a year old, you will be required to complete a new fingerprint check.

MENTOR PROGRAM GOALS Through effective training, meaningful guidelines, and careful selection and matching of the mentor teacher and the beginning teacher the following mentor program goals will be achieved:

*To provide a network of support, guidance, and feedback for beginning teachers in their entry-year

from a veteran teacher

*To provide training for mentors which will equip them for the role of mentoring as well as refine their own

instructional skills

*To provide assistance for beginning teachers in their development of classroom skills

*To provide for the opportunity for professional growth

of both the new and experienced teacher

*To provide professional and personal benefits to experienced teachers who assist new teachers

*To provide a vehicle to assess the effectiveness of

the mentoring program to assure its continued success

DEFINITION OF A MENTOR A mentor, by common definition, is an experienced adult who befriends and guides one who is less experienced. In so doing, mentors can serve many roles: teacher, coach, role model, developer of talent, protector, and sponsor. Mentoring can best be defined as: a nurturing process in which a more skilled or more experienced person, serves as a role model., teaches, sponsors, encourages, counsels, and befriends a less skilled or less experiences person for the purpose of promoting the latter's professional and /or personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and the protégé, Anderson,E.M., & Shannon, A.T. "Toward a Conceptualization of Mentoring." Journal of Education, 29 (January/February 1988):3842. A mentor is a special individual, one not only competent in his/her field, but one who has an ability to listen and to nurture. Just as good teaching cannot solve all the problems facing schools today, mentor teachers cannot solve all the problems for the beginning teacher. Through collaboration and the use of personal experience and training, mentors may be able to help assist the beginning teachers in effective problem solving. THE ROLE OF A MENTOR IS TO BE A HELPER, NOT AN EVALUATOR.

A MENTOR'S ROLE

A Good Mentor is .... an ADVISOR/COACH who is a friendly observer, is able to nurture, is capable of maintaining trust, desires to serve, is committed to the idea of helping beginning teachers, is able to suspend judgment, feels trust is essential, possesses strong interpersonal skills; a COMMUNICATOR who is able to listen empathetically, responds tactfully, is able to share experiences, ideas, doubts; a ROLE MODEL who is competent in teaching, values his/her work, respects and likes her/his peers, has a sense of humor, is willing to take part in a training program, is skilled in the art and science of teaching. The primary task of the mentor is to work to establish a relationship with the beginning teacher based on mutual trust, respect, support and collegiality. The mentor is not an evaluator. This is an adult relationship in which the new teacher's curiosity and desire to improve is supported and facilitated by the mentor's expertise. The mentor should make an effort to be available and easily accessible to the beginning teacher, especially during the first few weeks of the school year. Informal discussions are a valuable source of assistance. Basic mentoring activities in the area of education include:

● Demonstrating teaching techniques to the beginning teacher ● Observing the beginning teacher's classroom teaching ● Providing feedback ● Holding support sessions ● Directing the beginning teacher to appropriate and needed materials, resources, and to

other teachers who may be able to provide guidance. ● Serving as a facilitator to establish contact with other support persons to aid in the

professional development of the beginning teacher The goal of the Mentor Program is an adult relationship in which the new teacher's curiosity and desire to improve is supported and facilitated by the mentor's experience and expertise. The mentor must establish a relationship with the beginning teacher based on mutual trust, respect, support, and collegiality.

TRAINING One of the most important parts of the mentor program is a training program for those who serve as mentors. Mentor training workshops will address: ✔ discussion of the responsibilities and characteristics of a mentor

✔ confidentiality in the mentor relationship ✔ listening skills

✔ building trust

✔ interpersonal skills for working with adults

✔ a review of effective design

✔ peer coaching techniques

Teachers who are interested in being a mentor are encouraged to attend training workshops even though mentor positions are not currently available in their building. Participation in a mentor training workshop will not meet one of the mentor program goals but will facilitate the mentor's ability to complete the task of helping a beginning teacher experience a successful year.

FACILITATING THE MENTOR PROGRAM Release time will be provided for the mentor and new teacher to be used for observations. A principal's involvement in the mentor program is the cornerstone for its success. The following are but a few ways a principal can encourage teachers to participate in the mentor program and insure its success:

● Encourage interested teachers to attend mentor training and/or staff development workshops before mentor positions become available in the building.

● Survey the building teachers and maintain a current list of qualified and available mentor

candidates.

● Provide periodic release time for the mentor or new teacher so he/she can observe in the other's classroom.

● Visit with the mentor to monitor the progress and success of the mentoring efforts.

Mentor Mentee Checklist for the Beginning of the Year Please check the items after you have discussed them. Then place in your Mentor Mentee Binder. Please revisit the checklist throughout the year.  

 

Peer Relationship Needs: __Knowledge of staff names, job title, contact information __Knowledge of school board __Custodial, technical, library or health assistance __Working with the counselor __working with paraprofessionals __working relationship with administrators __ working with Special Services personnel __Working as a team

Work with Community Environment: __Familiarity with the building __Familiarity with district buildings and offices __Familiarity with the community/area

Instructional Needs: __knowledge of grading procedures __knowledge of testing procedures __Knowledge of district curriculum __Using technology in the classroom

Miscellaneous Policies: __Substitute calling procedures __Use of school equipment and building __Use of telephone, photocopier, computer, mail __In-service procedures __Keys/security procedures __How to order school supplies __school vehicle use procedures __committee membership __Salary schedule __Salary pay schedule __Absence/leave procedure __Food/beverage procedures __extra duty assignments __Building dress code __Computer use policy __Field trips

Student Relationship Needs: __Motivating students __Assigning and receiving homework __Accepted student discipline techniques __Referral to Special Services __Knowledge of resources for exceptional students __Learning Styles __Teaching styles __Instructional Strategies __Student privacy issues __Professional relationship with students Parent/Guardian Relationship Needs: __How to prepare for parent/teacher conferences __Communicating with parents via phone/mail email __Dealing with upset parents __ Custodial parent issues

Managerial Needs: __Classroom organizational techniques __Reporting suspected abuse __Record keeping procedures for roll, lunch count __Fire drill, tornado drill, etc. __Requesting and preparing for a substitute teacher __Acceptable classroom techniques __Planning: long and short term __student illness __Time management __Assigning textbooks __Library policies and procedures __Lunch/recess procedures

Emotional Support Needs: __Dealing with stress __Dealing with difficult students

Calendar Items: __Knowledge of school calendar __Knowledge of class schedule __Knowledge of PD days

Terms and Conditions of Employment: __Contract renewal procedures __Teacher evaluation procedures

MENTOR/MENTEE LOG

First Quarter 2020-2021

Please check all activities accomplished, and list the approximate date it occurred on the form below. We: DATE ▪ Met and got acquainted __________

▪ Discussed PDP/In-service Hours __________

▪ Set up weekly/biweekly meeting time __________

▪ Shared resources __________

▪ Set date to observe in mentor’s class __________

o Fill out observation form in handbook and return to PD member ▪ Set date to observe mentee __________

o Fill out observation form in handbook and return to PD member

▪ Discussed teacher evaluation __________ ▪ Discussed first quarter grades and parent-teacher conferences __________

▪ Held question/answer period __________

▪ Register for Beginning Teachers Meetings __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________

Mentor Mentee

Please Turn in October 26th.

MENTOR/MENTEE LOG

Second Quarter 2020-2021

Please check all activities accomplished, and list the approximate date it occurred on the form below. We: DATE ▪ Finalized PDP and made copies for us and the principal __________ ▪ Met for informal discussions __________

▪ Celebrated together by ________________ __________

▪ Talked about first quarter grades and parent conferences __________

▪ Discussed classroom problems __________

▪ Scheduled second classroom observation __________

o Fill out observation form in handbook and return to PD member ▪ Talked about what we saw __________

▪ Met with Principal to discuss how things are going __________

▪ Discussed professional development opportunities __________

o Beginning teacher assistance program ▪ Scheduled a time to see another teacher in his/her classroom __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________

Mentor Mentee

Please turn in December 22nd.

MENTOR/MENTEE LOG

Third Quarter 2020-2021

Please check all activities accomplished, and list the approximate date it occurred on the form below. We:

DATE ▪ Continued informal contact (hallway/lunch) __________ ▪ Reviewed PDP/In-service Hours __________

▪ Reviewed attendance at building/district events __________

▪ Scheduled third observation __________

o Fill out observation form in handbook and return to PD member

▪ Discussed a new/innovative teaching strategy __________ ▪ Celebrated by _________________________ __________

▪ Scheduled a time to see another teacher in his/her classroom __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________

Mentor Mentee

Please turn in March 5th.

MENTOR/MENTEE LOG

Fourth Quarter 2020-2021

Please check all activities accomplished, and list the approximate date it occurred on the form below. We: DATE ▪ Finalized PDP, bring to final mentee meeting __________ ▪ Finalized In-service Hours form, bring to final mentee meeting __________

▪ Set PDP goals for next year __________

▪ Evaluated program __________

▪ Celebrated/recognized accomplishments __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________ Mentor Mentee

Please turn in by May 17th.

Mentor Observation Feedback Form It is strongly recommended that Mentees observe/be observed four times for the first and second year of teaching. The observation information is not to be used for evaluation purposes and is intended solely for the use of the mentor and beginning teacher. Date of Observation: Grade Level and Subject being taught: Mentor Name:

Beginning Teacher Name: Curriculum During this observation I noted that the teacher: 1. Aligns instruction to the Montrose R-XIV School District Curriculum 2. Uses Essential Questions and Enduring Understandings in delivering the lesson 3. Understands content, makes relevant connections and organizes concepts 4. Uses a variety of resources and materials

Yes At times Not Observed

Instructional Delivery During this observation I noted that the teacher: 1. Connects instruction to students’ relevant and real world experiences 2. Provides opportunities for student choice, responsibility, independence 3. Differentiates instruction to allows for independent application and practice 4. Manages time by establishing routines and procedures that are consistently followed 5. Integrates technology

Yes At times Not Observed

Assessing, Monitoring, & Feedback: During this observation I noted that the teacher:

1. Continually monitors student learning and participates in progress monitoring 2 .Regularly provides specific and constructive feedback to students 3. Modifies material and instruction for at-risk students

Yes At times Not Observed

Classroom Management During this observation I noted that the teacher: 1. Has built relationships with students that are evident in observation 2. Fosters student involvement and cooperation in classroom activities 3. Utilizes effective communication strategies 4. Establishes a safe and comfortable environment both physically and emotionally for students

Yes At times Not Observed

Notes:

______________________________________________________________________ Mentee Signature Date _________________________________________________________________________ Mentor Signature Date

Mentors and beginning teachers should keep copies of all documents for their personal records.

Please check box if a substitute was used.

Name of substitute___________________________________

½ day sub all day sub

Initial Certification Record

Name Position School Mentor Certification Area Renewal Date School Year Certification Status

Professional Development

Activities Mentor Program

Title Hours ________________ has participated in the Montrose R-XIV School District’s Mentor Teacher Program for the 2019-2020 school year. Mentee _________________________ Mentor _________________________ Principal _________________________ PD Chair _________________________ Date _______________

Total Hours

Performance-Based Teacher Evaluation Program

Beginning Teacher Assistance Program

__________________ has been evaluated according to the provisions in Montrose R-XIV School District’s Performance-Based Evaluation system Network for Educator Effectiveness (NEE) during the 2019-2020 school year. Principal ______________________ Date ______________________

College/University: _________________________________ Activity: _________________________________ Date: _________________________________

Affirma

tion I affirm that the information on

this page is an accurate reflection of my professional activities for the 2020-2021 school year. Mentee: _____________________________ Date: ______________

Date: Professional Development Topic: Hours:

PD Member Signature *Rate 1-5

Professional Development Checklist for: _______________________________

2020-2021

** Please rate your professional development 1-5: 1 represents very poor, 5 represents excellent

Required Professional Development Hours 1 college credit hour = 15 PD contact hours

Classification Initial Certification Years 1-4

Reactivation

Career Certification Years 5-99

PD Exempt Status

Adult Education & Literacy (AEL)

60 hours total over 4 years

24 hours plus annual

20 annually until exempt

Two of three: - 10 years, - next higher degree, or - national certification

Professional Certification (most core areas & librarians)

30 hours total over 4 years

24 hours plus annual

15 annually until exempt

Two of three: - 10 years, - next higher degree, or - national certification

Career Education (formerly vocational)

90 hours total over 4 years

24 hours plus annual

30 annually until exempt

Two of three: - 10 years, - next higher degree, or

 

- national certification

Student Services 40 hours total over 4 years

24 hours plus annual

20 annually until exempt

Two of three: - 10 years, - next higher degree, or - national certification

Administration (superintendent)

120 hours total over 4 years

24 hours plus annual

30 annually until exempt

Two of three: - 10 years, - next higher degree, or - national certification

Administration (principals, special ed. directors and career ed. directors)

120 hours total over 4 years

24 hours plus annual

Years 5-10 must complete EdS degree in ed. adm., C&I, or reading/literacy or 30 hours annually

Years 11-99 exempt with EdS degree or national certification

Provisional Certification (2 Years)

must complete credits/requirements to move to Initial certification within two years

n/a n/a n/a

Temporary Certification (1 year)

must complete 9 college credits annually

n/a n/a n/a

Mentor/Mentee Program Evaluation

I am a mentor _____ mentee _____ Please rate the following components of the mentor/mentee program from 1-5 with 5 being excellent.

A. New Teacher Workshop/Luncheon 1 2 3 4 5

B. Mentor/Mentee Group Meetings 1 2 3 4 5

C. Mentor/Mentee Individual Meetings 1 2 3 4 5

D. Mentor/Mentee Handbook 1 2 3 4 5

E. Observations 1 2 3 4 5 How could we improve the mentor/mentee program? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Additional Comments: